Leadership

National Curriculum Assessments At Key Stage 2 In England, 2018

Almost a third of children who failed the phonics check at age 5 or 6 – and failed the resit a year later – still went on to reach the expected standard in reading by the end of primary, according to this DfE report. But those pupils who performed well in the phonics check, were far more likely to read well at the end of primary.

The statistics show that 30 per cent of the pupils who did not meet the expected standard in phonics by the end of Year 2 in 2014 went on to reach the expected standard in reading at the end of Year 6 this year, with 4 per cent achieving a high score.

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      string(3342) "running our popular 100 million minutes challenge again this year from 1st -9th March 2018. We want all schools, early years settings, colleges, parents, carers, childminders and other community groups across England and Wales to sign up. Last year, Monks Abbey Primary School in Lincoln won the challenge. One of 447 primary schools in England that took part in the challenge and raced to the top of the leaderboard after 420 pupils read for an incredible 667,895 minutes. Their prize, courtesy of Peters, was a brand new reading area worth £10,000. Charlotte Briggs, a Year 6 teacher at Monks Abbey Primary School, said: “The impact the new reading area has had has been phenomenal. It has not only made such a wonderful change to our learning environment, but has provided an exciting place for all our children to read and, for many, sparked an interest in exploring a range of texts. We would like to take this opportunity to thank Peters and Achievement for All for enabling us to continue on our journey of being a reading school and creating an inviting space for our children to develop their love for reading.”Sonia Blandford, CEO of Achievement for All, said: “Across the UK, up to two in five children in poorer communities have difficulties with literacy. Reading is key to helping children and young people learn and fulfil their potential’.Sign up to the challenge and make everyone a reader.ReferencesBlanden, J. and Mackin, S. (2010). Intergenerational inequality in early years assessments: Millennium Cohort Study Briefing 15, London: Institute of Education Blandford, S. (2017). Born to Fail? Social mobility: a working class view, Woodbridge: John Catt. Blandford, S. and Knowles, C. (2013). Achievement for All: Raising Aspirations, Access and Achievement, London: BloomsburyDepartment for Business, Innovation and Skills (2011) Skills for life survey: small area estimation data. London: DfBIS.Department for Education. (2017). National Curriculum Assessments: Key Stage 2, 2017 (provisional), London: DfEDouglas, J. (2017). Breaking the generational cycle of low literacy, Every Child Journal, vol. 6.(2): pp 20-35Nutbrown, C, Hannon, P, and Morgan, A. (2005) Early Literacy Work with Families: Sage National Literacy Trust. (2017). ROGO model evidence base, unpublished, London: National Literacy TrustHart, B. and Risley, T. (1995).  Meaningful differences in the everyday experience of American children, Baltimore: Paul H. BrookesRiley, J. and Reedy, D. (2003). Communication, Language and Literacy: learning through speaking and listening and reading and writing, in Riley, J. (ed.) Learning in the Early Years: a guide for teachers of children 3-7, London: Paul Chapman. Save the Children (2014). Read On Get On: How reading can help children escape poverty, London: Save the Children Save the Children (2014). Reading England’s Future: Mapping how well the poorest children read, London: Save the Children Wells, G (1987) The Meaning Makers: Children learning language and using language to learn, London: Hodder and Stoughton.Whitebread, D (ed.) (2003). Teaching and Learning in the Early Years, London: Routledge."
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Inclusion

100 Million Minutes Reading Challenge Matters

17 Apr 2018

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Leadership

Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing

3 Feb 2021

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      string(5298) "Mainstream state schools show measurable declines in attainment between 2019 and 2020 across all years in reading, maths and GPS. This study from RS Assessment looks at the impact on performance of deprivation, location, subject and year group.Pupils across England are two months behind in grammar, punctuation and spelling (GPS) and one month behind in both maths and reading on average. Disadvantaged children have fallen much further behind, according to data taken from core subject tests sat by 250,000 primary school pupils across Years 1 to 6 in England.The data shows a concerning increase in the attainment gap for disadvantaged pupils, who have fallen six months behind schedule on average. 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The decline in test scores was only a fifth of that seen at the start of the term, suggesting considerable catch-up between September and December 2020, when most schools re-opened.Despite an improvement, there are still reasons for concern about academic attainment. Across all papers and year groups, there has been a decrease in the number of pupils attaining top-band results and an increase in the number receiving results in the lowest band – a standardised score which represents results “well below expectations.” This suggests that more children are finding it difficult to keep up with the curriculum this school year.The data is the most extensive review of attainment since the pandemic began. 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Leadership

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      string(4713) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.NATIONAL CURRICULUM ASSESSMENTS ATKEY STAGE 2 IN ENGLAND, 2015KeywordsNationalCurriculumAssessments,Key Stage2, children,primary school,performancetables, maths,reading, writing,disadvantagedpupils  SummaryThis DfE report shows that there has been another slight rise in the number of children leavingEngland’s primary schools with a good grasp of the “three Rs”. Statistics show that 90,000more pupils leaving primary school with the reading, writing and maths skills needed tosucceed at secondary school.Primary performance tables show schools across the country are rising to the challenge of raisedstandards and expectations for all pupils. The 2015 performance tables show the number of schoolsbelow the floor standard – the minimum standards for pupil achievement and progress the governmentexpects schools to meet – has fallen by nearly 100 since last year – with 676 failing to meet theexpected levels compared to 768 in 2014, when the floor standard was increased.Performance tables for 2015 results will be the last to use levels to assess performance at the end ofprimary school.Following the introduction of a new more rigorous national curriculum in September 2014, from nextsummer (2016) pupils will be assessed against a higher standard and given a scaled score where100 will represent the expected standard.Main Points: ■ In 2015, 80% of Year 6 pupils achieved Level 4 in maths, reading and writing, up from 78% lastyear. ■ Improvements for disadvantaged pupils also continued, with 70% reaching the expected level inthe basics, up three percentage points on 2014. ■ The performance tables show the number of schools below the government’s floor standard hasfallen by 92 since last year, with 676 failing to meet the expected levels, compared with 768 in2014. ■ Nearly one in four Year 6 pupils in England (24%) gained a Level 5 (the expected level for a13-year-old) or above in reading, maths and writing ■ Of those pupils who started junior school (Year 3) with higher than average attainment, 99% wenton to get Level 4 in English, maths and writing at the end of Year 6 ■ The improved results for disadvantaged children (those who qualify for free school meals) thisWeek Commencing 4th January 2016https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483897/SFR47_2015_text.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483897/SFR47_2015_text.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.summer builds on an increase of four percentage points between 2013 and 2014 ■ Among pupils with English as an additional language, 77% reached Level 4 in all three areas,while 21% got a Level 5 ■ Attainment in the grammar, punctuation and spelling test improved from 76% in 2014 to 80% in2015 ■ Kensington and Chelsea – where 91% of pupils achieved Level 4 in all three areas – was the best-performing local authority ■ ?The Isles of Scilly was the poorest-performing local authority, with 69% of pupils meeting theexpected target, followed by Medway and Poole, both with 73% of pupils making the gradeKey statistics: ■ 80% Of pupils achieved level 4 or above in all of reading, writing and maths – in 2010, 1 in 3 pupilsdid not achieve this level, compared to 1 in 5 today. ■ 94% Of pupils made at least 2 levels of progress in writing – an increase of 4 percentage pointssince the earliest comparable figures in 2012. ■ 91% Of pupils made at least 2 levels of progress in reading – an increase of 2 percentage pointssince the earliest comparable figures in 2012. ■ 90% Of pupils made at least 2 levels of progress in maths – an increase of 8 percentage pointssince 2010. ■ Attainment in the grammar, punctuation and spelling test increased from 76% in 2014 to 80% in2015.WEB LINKNational Curriculum Assessments At Key Stage 2 In England, 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/483897/SFR47_2015_text.pdf"
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Leadership

National Curriculum Assessments At Key Stage 2 In England, 2015

17 Dec 2015

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